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2.
Online/Open Access
• For an extended discussion post-session, visit
the video room link that will be shared and
tweeted out at the end of this session
• Please use both #oer15 and #oer755 for
connecting online

3.
Consider Our Upcoming Sessions
• Open Education in the 1990s: Revisiting the
History of the Open Education Movement
– Wednesday, April 15, 12:00-12:30 (11:30-1:00 slot)
– Seligman Studio, First Floor Main Building
• The Role of Multi-Access Learning in
Mainstreaming Open Education
– Wednesday, April 15, 2:00-2:30
– Rowe Beddoe Studio, Second Floor Main Building

5.
Impact of Modality on Open
• Face-to-Face courses still may have little
online presence, in part because they may not
be using online modalities all or in part
• Online courses have greater potential to
embrace open access due to online modality
• But how many brick-and-mortar campus
courses are online?

7.
The Study
• Ethics approval was received
• Opening access questions were part of a
larger interview on experiences teaching multi-
access
• Question:
– Would you be open to having non-registered open
online students audit a multi-access course with or
without additional instructor marking?

10.
Workload
Oh, I would have to think about [how difficult it
would be to move to open] for sure, because all of
our questions are directed to these students who
are going … out on their practicum – and these
people would NOT be people going out on
practicum, so we would open our questions up a
little bit more and we would have to find ways of
consulting with them as resources, but I think it
would be great.
– Sessional 3

11.
Workload
It wouldn’t be difficult at all if we had the
physical structures to allow it. The physical and
the technological structures to allow it.
– Sessional 4

12.
Student Engagement
It’s coming back to respect, I mean if you’re going to be
monitoring it and you want to be apart of the conversation
then do that and if you don’t then don’t. If you want to lurk
or eavesdrop I don’t think that’s really learning, you have to
be apart of the conversation so to be part of the
conversation, to enrich understanding then you’re engaging
with the materials and you have a pretty consistent sense of
how people are developing as thinker and doers in the class as
opposed to just dropping in or, “I have to take my kid to the
dentist,” or, “can’t make it that day.” Well fine but don’t
expect me or anybody else to have the responsibility to
catching you up but in terms of dipping in and out
– Professor 1

13.
Student Engagement
For me teaching’s relational and I try to
build a relationship with every student
that’s in the class and if I’ve got 15-25 that
are registered and paying for it and the
other 5-10 are kind of dipping in or out or
whatever, I don’t know.
–Professor 1

14.
Student Engagement
I want to say no, and that’s because the way I
teach these classes are very much project-
intensive, but [if open learners] still want to do all
the work, and, if so, I don’t have a problem with
that, but if they just want to audit and sit in and
don’t do the work – no – because going to the
project work is essential to the learning outcomes
that I am delivering, right? And I think it’s specific
to the nature of the courses that I teach.
– Professor 3

15.
Student Engagement
No…. No… I can tell you exactly why. Because the way I teach
is about the engagement and I typically am teaching trying to
engage students in a process that is effortful and that would
run away from if I didn’t have ways to… so, I am making my
classes sound horrible. I don’t think they are horrible
experiences, but I think for every single person in my classes
there is a point where it feels hard and they would love to
run and.. you know… I have done sitting in courses and when
it gets hard and you have multiple time pressures, you just
disengage and you just don’t … it’s a façade to say that they
learn in my class. You can’t learn in my class just by listening
and reading. You have to be engaging and I don’t think… I
would love it if people did that kind of engagement without
reason or perks, but I think it doesn’t happen as much as the
MOOC world might like to think. I think there are many more
comings and goings… - Professor 2

16.
Student Engagement
• Well, so what happens if you run into potentially some
protocol problems. Are we allowing them to participate?
If so, how much? If we allow them to participate, how much?
Right? These are the questions I would ask. Some people are
so keen, they want to talk. Thank you, but really you’re not
my focus. Everybody else here is, right that - would have to
work on that. I guess I can always mute them out, but I guess
that kind of defeats the purpose.
• That means philosophically I don’t have a problem with it,
given some of the protocol to make sure it works and
privacy issues are addressed and they can’t overtake my
class.
– Sessional Instructor 2

17.
Quality of Learning
If [a student is] dipping in and out then I’m really
not interested as a learner and if I’m offering the
course to 19 students and 25 are wanting to have
access to it, I also haven’t reconciled for myself
how acceptable that is to those who are literally
paying for the experience which is something that
many people default to, “Well, I’m paying for this
so...”
– Professor 1

18.
Quality of Learning
I would love to see data that is not just completion,
but also the learning outcomes for people who have
– you know – what is it they have taken away,
because sometimes, especially if you are learning a
process, you can take away completely the wrong
information, if you stop the process at the wrong
place, and I think that’s hazardous.
–Professor 2

19.
Quality of Learning
• Oh, I think [open learners] add a completely different
perspective and that’s always good for people going out
into the teaching profession, because everybody out there
is different. Every student out there is different. It’s not
something we do very well. Just looking at the research on
creativity with my last class, and you know – I cannot
remember his name – but research says that teachers
don’t like creative students because they have their own
ideas, they get off on a tangent, they dwell on things or
they take giant leaps. It would be lovely to have people
from different backgrounds who ask good questions that
we have think about. I think that would be great
preparation for our students and I would be very open to
that.
– Sessional Instructor 3

20.
Quality of Learning
Because the more perspectives we have in a
learning situation, I think the richer the learning
environment becomes, so I think having people
who aren’t necessarily 5th year education students
adds to the quality of the discussion of the topic,
of the learning environment, in my opinion.
–Sessional Instructor 4

21.
Tech & User Interface Limits
I think you would want to make sure that it isn’t
taxing the limits of the system, whether it’s the
screen presence. I think that right now is
something that limits the access already, so
having someone else come on online, whether
that is going to interfere with things or not.
–Sessional Instructor 1

22.
Tech & User Interface Limits
With the remote side, we have 9 or 10 remote
students and you want a couple of people
auditing or popping in, it might mean that my
own students are now off the screen.
– Sessional Instructor 2

23.
Privacy Policy
I don’t have any problem with people watching
what we’re doing. Now, do we have to worry at
all about privacy issues with this? Worry about
showing people’s faces?
– Sessional Instructor 2

24.
Openness
I am pretty open about what I do. I don’t feel
any need to protect what I’m doing. I don’t feel
any need to be proprietary about what I am
doing. Teaching is a game where you want to
share and if helps share, I’m comfortable with
that. I don’t have a problem with it given those
protocols that we have to worry about.
– Sessional Instructor 2